A Corpus-based Error Analysis Of Junior High School Students’ English Writing

Writing is a comprehensive reflection of students’ language ability and occupies an important position in junior middle school English learning.Junior middle school students,as learners in the primary stage of English,have not systematically mastered the basic knowledge of English and established English thinking.Therefore,the situation of junior middle school students’ English writing is not unsatisfactory,and writing errors emerge in an endless stream.In English learning,errors are often the ladder of students’ progress.The reaserchers should analyze and classify writing errors.Summarizing the causes of students’ writing errors will effectively guide students’ learning.It is of great significance to improve English teaching.Under the guidance of error analysis theory,this study collects the English compositions of Junior Three students in a middle school in Liaocheng.It analyzes the types of errors and the frequency of students’ errors.The study summarizes the causes of errors and put forward to the countermeasures to improve writing teaching,which effectively help teachers improve teaching skills of writing.This study mainly adopts the methods of text analysis and questionnaire,with the help of Antconc,SPSS and other tools to deeply analyze the current situation of English writing of junior high school students.There are the following three problems to be solved:(1)What are the common types of writing errors of junior high school students?(2)How are the types of common writing errors distributed in different score segments?(3)What are the reasons for junior high school students’ writing errors?By analyzing the test composition samples and questionnaire survey results of Junior Three students in a middle school in Liaocheng,this study draws the following conclusions:(1)the common types of students’ errors are syntactic errors,verb errors,preposition errors,noun errors,morphological errors and lexical errors.(2)According to the composition score,the subjects are divided into high group,middle group and low group.Because there are too many blank and invalid compositions in low group,this study mainly studies the writing errors of high group and middle group.The result shows that the frequency of writing errors from high to low are verb errors,syntactic errors,morphological errors,noun errors,preposition errors,lexical errors,collocation errors,adjective errors,adverb errors,conjunction errors and pronoun errors.Except that the amount of grouping errors in pronoun errors is lower than that in high grouping errors,the amount of grouping errors in other errors is high.(3)Students’ errors are mainly influenced by language factors and non-verbal factors.Linguistic factors mainly include interlingual transfer and intralingual transfer,while nonverbal factors mainly include students’ psychological factors,environmental factors and other factors.Finally,according to the conclusion of this study,the corresponding teaching countermeasures are put forward,mainly involving the following aspects: Strengthen language comparative thinking and reduce interlingual transfer errors.Optimize the design of teaching content and reduce intralingual transfer errors.Stimulate students’ interest in writing and enhance students’ confidence in writing.Strengthen the guidance of writing strategies and improve students’ writing skills.Improve students’ error correction attitude and cultivate students’ good habits.Improve writing training methods and enhance the effectiveness of writing training.